Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia
DOI:
https://doi.org/10.32332/pedagogy.v8i1.1688Keywords:
English Teachers, Higher Order Thinking Skills, Designing Assignment, East IndonesiaAbstract
Higher Order Thinking Skills (HOTS) have been implemented in Indonesia as part of the 21st Century learning to face Industry Revolution 4.0. The implementation of HOTS is also fully supported by the Minister of Education (MoE) considering, that those critical thinking skills are fundamental to facilitate the graduates with problem-solving and decision making. Nevertheless, very limited references discuss English teacher perceptions on the implementation of HOTS in terms of designing assignments for English learning. As HOTS implementation cannot be separated from the teachers’ role, the teachers are supposed to exhibit good skills in designing assignments by integrating HOTS aspects. The research question and objective of this study relate to the following issue: what are the challenges of designing HOTS assignments as perceived by English teachers in East Indonesia? The research participants were twenty Senior High School English teachers in Flores Island, East Nusa Tenggara, Indonesia. The researchers developed our research instruments, namely questionnaire, class observation, Focus Group Discussion (FGD), and interview. The data were subsequently cross-checked with the results from each instrument to triangulate the data consistency. This study indicated that the participants had a positive perception of designing HOTS assignments. However, the participants also faced challenges in its implementation. They were divided into three categories, namely: teachers’ knowledge, teachers’ preparation, and students’ limited ability. These findings also provided the reasons why English teachers need to construct positive awareness on the importance of HOTS in designing assignments to improve the quality of the English learning process.References
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Yen, T. S., & Halili, S. H. (2015). Effective Teaching of Higher Order Thinking (HOT) in Education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Yoke, S. K., Hasan, N. H., Jangga, R., & Kamal, S. N. M. (2015). Innovating with HOTS for the ESL Reading Class. 8(8), 10–17. https://doi.org/10.5539/elt.v8n8p10
Zahrani, B., & Elyas, T. (2017). The Implementation of Critical Thinking in a Saudi EFL Context : Challenges and Opportunities. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2), 133–142.
Zamani, G., & Rezvani, R. (2015). “ HOTS ” in Iran â€TM s Official Textbooks : Implications for Material Design and Student Learning. Journal of Applied Linguistics and Language Research, 2(5), 138–151.
Creswell, J. W. (2014). Research Design : Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks: SAGE.
Faravani, A., & Atai, M. (2015). Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback. Issues in Language Teaching (ILT), 4(1), 1–25.
Ganapathy, M., Kaur, M., Singh, M., Kaur, S., & Kit, L. W. A. I. (2017). Promoting Higher Order Thinking Skills via Teaching Practices. 3L: The Southeast Asian Journal of English Language Studies, 23(1), 75–85. https://doi.org/http://doi.org/10.17576/3L-2017-2301-06 transformation
Ganapathy, M., & Kaur, S. (2014). ESL Students ’ Perceptions of the use of Higher Order Thinking Skills in English Language Writing. Advances in Language and Literary Studies, 5(5), 80–87. https://doi.org/10.7575/aiac.alls.v.5n.5p.80
Gilboy, M. B., Heinerichs, S., Pazzaglia, G., & Chester, W. (2014). Report Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior. https://doi.org/10.1016/j.jneb.2014.08.008
Gutierez, S. B. (2016). Teachers ’ Reflective Practice in Lesson Study : A Tool for Improving Instructional Practice. (November 2015).
Hadi, S., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. F. (2018). The Difficulties of High School Students in Solving Higher Order Thinking Skills Problems. Problems of Education in the 21st Century, 76(4), 520–532.
Kuswandono, P. (2014). The Fifth Biennial International Conference on Teaching and Learning of English in Asia (TLEIA5). Challenges of Teacher Certification in Indonesia, (October), 1–10.
Lea, M. R., Street, B. V, & Lea, M. R. (2010). The “ Academic Literacies ” Model : Theory and Applications. (August 2013), 37–41. https://doi.org/10.1207/s15430421tip4504
Purnomo, Y. W., Kaur, A., & Noor, S. (2018). The consistency between professed teaching practices and assessment practices : A case in mathematics class. Beta: Jurnal Tadris Matematika, 11(2), 101–113. https://doi.org/10.20414/betajtm.v11i2.223
Rahman, S. A., Faridah, N., & Manaf, A. (2017). A Critical Analysis of Bloom ’ s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature. 10(9), 245–256. https://doi.org/10.5539/elt.v10n9p245
Retnawati, H., Djidu, H., Apino, E., & Anazifa, R. D. (2018). Teachers’ Knowledge about Higher Order Thinking Skills and Its Learning Strategy. Problems of Education in the 21st Century, 76(2), 215–230.
Şener, N., & Tü, C. (2015). Improving Science Attitude and Creative Thinking through Science Education Project : A Design , Implementation and Assessment. Journal of Education and Training Studies, 3(4), 57–67. https://doi.org/10.11114/jets.v3i4.771
Setiawan, A., Anggani, D., & Bharati, L. (2018). Developing HOT Project-Based-Speaking Assessment to Stimulate the Students ’ Critical Thinking and Creativity. English Education Journal, 8(3), 301–307.
Sulaiman, T., Muniyan, V., Madhvan, D., Ehsan, S. D., Persekutuan, W., & Lumpur, K. (2017). International Research Journal of Education and Sciences ( IRJES ). 1(1).
Wang, S., & Seepho, S. (2017). Facilitating Chinese EFL Learners ’ Critical Thinking Skills : The Contributions of Teaching Strategies. SAGE Open, (1), 1–9. https://doi.org/10.1177/2158244017734024
Yen, T. S., & Halili, S. H. (2015). Effective Teaching of Higher Order Thinking (HOT) in Education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Yoke, S. K., Hasan, N. H., Jangga, R., & Kamal, S. N. M. (2015). Innovating with HOTS for the ESL Reading Class. 8(8), 10–17. https://doi.org/10.5539/elt.v8n8p10
Zahrani, B., & Elyas, T. (2017). The Implementation of Critical Thinking in a Saudi EFL Context : Challenges and Opportunities. Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2), 133–142.
Zamani, G., & Rezvani, R. (2015). “ HOTS ” in Iran â€TM s Official Textbooks : Implications for Material Design and Student Learning. Journal of Applied Linguistics and Language Research, 2(5), 138–151.
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2020-05-28
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